Q1. In a power station, coal can be used to generate electricity.

(a) Use words from the box to answer the questions below.

chemical electrical gravitational potential

kinetic light sound thermal

1 mark

(i) What is the useful energy transfer when coal is burnt?

............................... energy is transferred to ............................. energy

1 mark

(ii) Some of the energy stored in coal is wasted when it is burnt.

Give the name of one type of energy released that is not useful.

...............................
1 mark

(b) Wind turbines are also used to generate

electricity.The wind turns the turbine blades and the
turbine blades turn a generator.
 Use words from the box opposite. Complete the sentence to show the useful energy
transfer in a wind turbine and generator.

............................... energy is transferred to ............................. energy

1 mark

(c) Suggest one disadvantage of using wind to generate electricity.

......................................................................................................................

......................................................................................................................
1 mark

(d) Sugar cane is a plant.

The sugar from the cane is used to make alcohol.
Alcohol is a fuel.

(i) Which energy source do plants use to produce

sugar?

.............................................................................................................
1 mark

(ii) Is sugar cane a renewable or non-renewable source of energy?

Tick one box.

renewable source non-renewable source

Give a reason for your answer.

.............................................................................................................
1 mark
maximum 7 marks

Q2. Susan has a small fan to keep herself cool.When she switches it on, a motor turns the
blades to blow air.
(a) The diagrams below show the symbols for a battery, a motor and a switch.

In the space below, draw a series circuit diagram for the fan using these
symbols.

1 mark

(b) (i) Which part provides energy for the circuit?

.........................................................
1 mark

(ii) Some of this energy is used to turn the blades.

The rest of the energy is wasted.

Complete the sentence below. Choose words from the list.

chemical heat light sound

1 mark

When the blades are turning, energy is wasted as

....................................... energy and ....................................... energy.

1 mark
 (c) Susan built a circuit using a battery, a motor and a switch.She closed the switch to turn the
motor on.

(i) Susan added a bulb to the circuit.The current in the circuit decreased.

How did this affect the motor?

................................................................................................................
1 mark

(ii) Susan removed the motor from the circuit.

The current in the circuit increased.

How did this affect the bulb?

................................................................................................................
1 mark
maximum 6 marks

Q3.
Ben makes a series circuit using two
identical cells, a bulb and a switch to
turn the bulb on and off.

(a) Draw a circuit diagram of Ben’s circuit. Use the correct symbols.

The cells have been drawn for you.

 3 marks

(b) Which part of the circuit supplies the energy?

......................................................................................................................
1 mark

(c) Ben adds another identical bulb to the circuit in series.

How does the brightness of the first bulb change?

......................................................................................................................
1 mark

(d) How will the brightness of the bulbs change when the cells shown below are placed into
Ben’s circuit?

(i)

.............................................
1 mark

(ii)

.............................................
1 mark
maximum 7 marks

Q4. (a) Draw a line from each circuit symbol below to the correct name.Draw only four lines.

circuit symbol name

 3 marks

(b) Fred made circuit 1 as shown below.

Give the name of the part that is the energy source for the circuit.

.........................................................
1 mark

(c) Fred then made circuit 2 as shown below.

 In the table below, tick a box to show whether circuit 1 and circuit 2 are series or parallel
circuits.Tick only two boxes.

series parallel

circuit 1

circuit 2
1 mark

(d) What metal is usually used for wires in electric circuits?

...........................................................
1 mark
maximum 6 marks

Q5. Lorna built the circuit drawn below. All the bulbs are identical.
 (a) Complete the table below by writing on or off for each bulb.

switch bulb

S1 S2 A B

open open off off

open closed

closed open

closed closed
3 marks

(b) Lorna then built a different circuit as shown below.

How could Lorna get both bulbs to light at the same time in this circuit?

......................................................................................................................

......................................................................................................................
1 mark
maximum 4 marks

Q6. David put two bars of iron close to each other.There was no magnetic force between
them.David recorded the result as shown below.
(a) David did three other tests.
Tick the correct box to show the result for each test.

(i)

1 mark

(ii)

1 mark

(iii)
 1 mark

(b) David then did two experiments with magnets.

The tick in each box shows David’s results in each experiment.

Label the missing poles on each magnet to match David’s results.

(i)

1 mark

(ii)

1 mark
maximum 5 marks
Q7. The diagram below shows three trolleys.Peter put a bar magnet on each trolley.

(a) He pushed trolleys A, B and C together.

• Magnet B attracted magnet A.

• Magnet B repelled magnet C.

On the diagram above, label the north and south poles of magnets A and C.Use the
letters N and S.
2 marks

(b) Peter turned trolley B around. Trolleys A and C were not turned around.

What would happen now when Peter pushed them all together?
Use either attract or repel to complete each sentence below.

Magnet B would .................................... magnet A.

Magnet B would .................................... magnet C.

1 mark

(c) Peter held two trolleys close together and then let go.

The magnets repelled each other.

Draw an arrow on both magnets to show which way they would move.
1 mark

(d) Peter took a magnet, a steel bar and an aluminium bar.

He put them on three trolleys as shown below.

 (i) What happens to the steel bar as he moves it closer to the magnet?

...............................................................................................................
1 mark

(ii) What happens to the aluminium bar as he moves it closer to the magnet?

...............................................................................................................
1 mark
maximum 6 marks

Q8. (a) Sam has two small compasses. When he puts them a long way apart, they both point
North.

Label the North and South magnetic poles on compass B.

1 mark

(b) Sam puts the compasses side by side.

Label the North and South magnetic poles on both compasses.

One pole has been done for you.

1 mark

(c) Sam then puts three compasses close together.

Label the North and South magnetic poles on each of the three compasses. One pole has
 been done for you.

1 mark

(d) What metal are compass needles made from?

......................................................
1 mark
Maximum 4 marks

Q9. Mary used the apparatus below to test the strength of an electromagnet.She used the
reading on the newton meter to measure the force of the magnet on theiron disc.
(a) Explain why the reading on the newton meter increases when a current passes
through the coil.

........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................
2 marks

(b) When a current passes through the coil, some of the electrical energy is changed
to thermal energy.
What would happen to the coil if the current passing through it was too large?

........................................................................................................................
1 mark

(c) Mary made two electromagnets, one with 100 turns of wire in the coil and onewith 200
turns.She varied the current through the coil of each electromagnet.She measured the
force of each electromagnet on the iron disc.The graph shows her results.
 Write two conclusions that Mary could make from these results.

1. ....................................................................................................................

........................................................................................................................

2. ....................................................................................................................

........................................................................................................................
2 marks
maximum 5 marks

Q10. Alex makes an electromagnet.She winds insulated wire around an iron nail.She connects
the wire to a power supply.She uses the electromagnet to pick up some steel paper-clips.
This is her prediction.

The more turns of wire around the iron nail the stronger
the electromagnet becomes.

(a) (i) Give the one factor she should change as she investigates her prediction.

.............................................................................................................

.............................................................................................................
1 mark

(ii) Give one factor she should keep the same.

.............................................................................................................

.............................................................................................................
1 mark

(iii) Describe how she could use the paper-clips to measure the
strength of the electromagnet.

.............................................................................................................

.............................................................................................................
1 mark

(b) Alex wrote a report of her investigation.

What would an odd result suggest?

 ......................................................................................................................

......................................................................................................................
1 mark

(c) (i) Which size paper-clips would Alex use to make her results more
accurate?
Tick the correct box.

1 mark

(ii) Give a reason for your choice.

.............................................................................................................

.............................................................................................................

.............................................................................................................
1 mark
maximum 6 marks

Q11. (a) A pupil makes a small coil of copper wire and passes an electric current through
it.The pupil places a small magnet near the coil.

The magnet is attracted towards the coil. The pupil turns the magnet around so that
the South pole is nearest the coil.
 What effect, if any, will this have?

……….………………………………………………………………………………

……….………………………………………………………………………………
1 mark

(b) The pupil uses the coil and the magnet to make a simple ammeter to measure
the current through a bulb.

not to scale

(i) The paper clip is used to balance the weight of the magnet.Why is the paper clip
further away from the pivot than the magnet is?

…………………………………………………………………………………

…………………………………………………………………………………
1 mark

(ii) Explain how a current in the coil makes the straw pointer move.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………
2 marks
 (iii) The pupil places a piece of soft iron in the middle of the coil.
Describe and explain how this will affect the reading on the scale when
the same current flows through the coil.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………
2 marks
Maximum 6 marks

M1. (a) (i) • chemical

answers must be in the correct order
1 (L6)

• thermal
accept ‘kinetic’
‘heat’ is insufficient
‘movement’ is insufficient
1 (L6)

(ii) any one from

• sound

• light
1 (L6)

(b) • kineticelectrical
answers must be in the correct orderboth answers are required for
the mark‘movement’ is insufficient for kinetic
1 (L6)

(c) any one from

• the wind speed varies

accept ‘it depends on the weather’

• sometimes the wind does not blow

accept ‘the wind is unreliable’

• the wind cannot be controlled

accept ‘it varies’
accept ‘it could be too windy’
 responses that do not refer to wind, such as ‘they spoil the
landscape’ or ‘they kill birds’ or ‘they are too noisy’ or ‘interfere
with TV and radio signals’ are insufficient
1 (L5)

(d) (i) • Sun(light)

accept ‘light’
accept ‘solar (energy)’
do not accept ‘heat’
‘photosynthesis’ is insufficient
1 (L5)

(ii) • renewable source

both the correct answer and a correct explanation are required for
the mark

you can grow more plants

accept ‘you grow it (again)’
do not accept ‘you can use it again’
‘it is a biofuel’ is insufficient
1 (L6)
[7]

M2. (a) •

accept a battery drawn as ‘ ’

all three symbols must be connected in series
all three symbols must be drawn correctly
do not accept a switch drawn as

do not accept a battery drawn as

do not accept a motor drawn as
1 (L4)

(b) (i) • the battery or cell(s)

accept ‘batteries’
1 (L4)

(ii) • heat
1 (L4)
 • sound
accept ‘thermal’
answers may be in either order
1 (L4)

(c) (i) • it turned more slowly

accept ‘not as much energy’
accept ‘it was less powerful’
accept ‘it does not work as well’
accept ‘it would stop’ or ‘it would not go round’
‘it heats up’ is insufficient
1 (L4)

(ii) • it was brighter

accept ‘blew it’ or ‘it went out’
accept ‘it became hotter’ or ‘it heated up’
1 (L4)
[6]

##

(a) • correct bulb symbol

accept other symbols for a bulb e.g.
1 (L4)

• correct switch symbol

do not accept a closed switch
1 (L4)

• components connected in series

accept circuits with the components in a different order

accept incorrect but recognisable symbols or drawings for the third
marking point only
do not accept responses where the number of components is
incorrect
1 (L4)

(b) • cell(s)
accept ‘battery’
1 (L3)
 (c) • the bulb would be dimmer
accept ‘it decreases’
accept ‘it would become dimmer’
‘the current is less’ is insufficient
‘there is less power’ is insufficient
a comparative answer is required for the mark
‘it would be dim’ is insufficient as it does not describe the change
do not accept ‘it goes out’
1 (L4)

(d) (i) • increase

accept ‘brighter’ or ‘becomes bright’
accept ‘stronger’
‘there is more power’ is insufficient
a comparative answer is required for the mark
‘it is bright’ is insufficient as it does not describe the change
1 (L4)

(ii) • bulbs would go out

accept ‘no brightness’ or ‘no light’accept ‘it decreases’accept
‘weaker’
‘not bright’ is insufficient‘none’ or ‘nothing’ are insufficient‘there is
no power’ is insufficient‘darker’ is insufficient
1 (L4)
[7]

M4. (a)
 all four lines are required for three marks
any three lines are required for two marks
any two lines are required for one mark
if more than one line is drawn from a symbol,
do not give credit for that symbol
3 (L4)

(b) battery
accept ‘cell’ or ‘cells’
accept ‘power supply’ or ‘power pack’
1 (L4)

(c)
series parallel

circuit 1

circuit 2

both ticks are required for one markif more than one box is ticked
in any row, award no mark
1 (L4)

(d) copper
accept ‘aluminium’
accept ‘gold’
do not accept any other metal
1 (L4)
[6]
##

(a)

A B C D

off off off off

off off off off

on on on on

on on off off

award a mark for each correct row

3 (L6)

(b) any one from

• close S and S4 5

• only leave S open 3

accept ‘close 4 and 5’

accept ‘only leave 3 open’
‘leave switch 3 or 3 open’ is insufficient
1 (L6)
[4]

M6. (a) (i) • no magnetic force

if more than one box is ticked, award no mark
ignore added poles
1 (L4)

(ii) • attract
if more than one box is ticked, award no markignore added poles
1 (L3)

(iii) • attract
if more than one box is ticked, award no mark
ignore added poles
1 (L3)

(b) (i)
• N
 S

all three poles are required for the mark

1 (L4)

(ii)
• N

all three poles are required for the mark

1 (L4)
[5]

M7. marks may be awarded for part (a) if the magnets are correctly
labelled in part (b) and no answer is given in part (a)

(a) • Magnet A

both poles are required for the mark

1 (L4)

• Magnet C

both poles are required for the mark

1 (L4)

(b) • repel

• attract
answers must be in the correct order
both answers are required for the mark
1 (L4)
 (c) •

both arrows are required for the mark

1 (L4)

(d) • it is attracted
accept ‘it gets faster’
1 (L4)

• nothing
accept ‘it is not attracted or repelled’
accept ‘it is not attracted’
accept ‘it is not repelled’
‘they stick together’ is insufficient
do not accept ‘it repels’
1 (L4)
[6]

M8. (a) N at top and S at bottom

both poles are required for the mark
1 (L3)

(b)

all three poles are required for the mark

1 (L4)

(c)

all five poles are required for the mark

1 (L4)

(d) steel
accept ‘iron’accept ‘nickel’accept ‘cobalt’
1 (L3)
[4]
M9. (a) • the core becomes magnetised
accept ‘the disc becomes magnetised’
accept ‘there is a magnetic field’
accept ‘it becomes an (electro)magnet’
accept ‘the stronger the current the stronger the magnet’
do not accept ‘the iron core becomes magnetic’
do not accept ‘the magnet gets stronger’
1 (L7)

any one from

• the core attracts the iron disc

accept ‘the disc is pulled down’
‘the disc moves down’ is insufficient as it
does not imply that a force is exerted

• there is more force on the iron disc

accept ‘the magnet exerts a force on the disc’
‘there is a force on the disc’ is insufficient
as it does not refer to the origin of the force
1 (L7)

(b) any one from

• it would melt
accept ‘it would fuse’
‘the coil would break’ is insufficient

• it would get too hot

accept ‘it could catch fire’
accept ‘it would blow’
‘it would get hot’ is insufficient
1 (L7)

(c) • the greater the current, the greater the force or field
accept the converse
answers must refer to a pattern describinga continuous
variabledo not accept ‘it becomes more magnetic’

• the more turns, the greater the force or field

accept the converse
accept ‘the more turns, the more powerfulor stronger the magnet’
answers must include a comparison‘the more turns, the more
powerful it is’ is insufficient
accept ‘the electromagnet with 200 turns is stronger’accept
 ‘doubling the turns more than doubles the force’
award one mark if the answer refers toa number of coils rather
than number of turns
2 (L7)
[5]

M10. (a) (i) the number of turns or coils of wire

accept ‘the coils’
accept ‘the turns’
1 (L5)

(ii) any one from

• the current

• the length or thickness or material of the wire or coil

accept ‘the voltage or power’
accept ‘the wire’

• the circumference of the coil

• the size of paper-clips

accept ‘the paper-clips’; ‘position of the coil on the nail’;
‘tightness of the coil’; accept ‘distance between turns’;
‘the nail’
do not accept ‘the number of paper-clips’
1 (L5)

(iii) any one from

• count the paper-clips picked up

accept ‘number of paper-clips’; ‘count them’

• measure their mass

accept ‘weigh them’; ‘the more clips the stronger the magnet’;
‘measure the distance at which a magnet will just pick up
a paper-clip’
1 (L5)

(b) any one from

• an inaccuracy in results
accept a description of inaccuracies, such as‘she counted the
number of clips wrongly’

• a problem with the data or results

• a problem with the method

 accept ‘something wrong with the tests’
accept ‘she used different sized paper-clips’
accept ‘the paper-clips were already magnetised’
accept ‘she did something wrong’
‘the test is unfair’ is insufficient
1 (L6)

(c) (i)

if more than one box is ticked, award no mark

1 (L6)

(ii) any one from

• with bigger paper-clips she might miss the precise point at

which the electromagnet stopped picking up paper-clips
accept ‘she would pick up differences between the number
of turns of the coil’
accept ‘she might not see a change with big paper-clips
or she would see a change with smaller paper-clips’
‘it will pick up a few large paper-clips but a lot of
small paper-clips’ is insufficient

• the smaller paper-clips might help to identify the precise point

at which the electromagnet stopped picking up paper-clips
accept ‘it is more precise or more sensitive’
award a mark for a response identifying that greater
precision is possible with smaller increments
‘they are smaller’ is insufficient
1 (L6)
[6]

M11. (a) they will repel or it will push the magnet away or it will push the coil
accept ‘it will change the direction of the force’
accept ‘it will make the magnet twist around and attract’
do not accept ‘the magnet moves away’
1 (L7)

(b) (i) any one from

• because the magnet is heavier or the paper clip is lighter

accept ‘because the magnet is heavy’

• so the moments are equal

 1 (L7)

(ii) current in the coil produces a magnetic field

accept ‘the coil becomes an electromagnet’
or ’the coil is magnetised’
1 (L7)

• the magnet is attracted or repelled

accept ‘the field or coil exerts a force on the magnet’
1 (L7)

(iii) any one from

• the straw is deflected more or moves more

• the reading is higher or goes up

1 (L7)

any one from

• it increases the magnetic field

• it makes the electromagnet stronger

• it attracts or repels the magnet more strongly

1 (L7)
[6]

E2. Facility values

Tier 3-6

L3 L4 L5 L6

a 0.40 0.65 0.80 0.91

bi 0.55 0.80 0.95 0.97

bii1 0.61 0.67 0.73 0.76

bii2 0.47 0.66 0.71 0.75

ci 0.17 0.49 0.75 0.90

cii 0.12 0.55 0.85 0.97

E5. In part (a), few pupils at Levels 3, 4 5 and 6 correctly decided which bulbs would be on and
which off. Pupils at Level 7 answered an average of two rows out of the three correctly. At all
levels pupils found the third row the most difficult to answer.

Part (b) was generally answered well by pupils at Levels 6 and 7. The majority of pupils at Level
5 and below incorrectly answered close all the switches.

E8. Pupils’ performance on this question was varied. Part (a) was answered well by all pupils.
Part (b) was also answered well by pupils gaining levels 4, 5 and 6, with nearly all pupils at level
6 correctly identifying the three poles by applying their knowledge that unlike poles attract. In the
unfamiliar situation shown in part (c) pupil performance was less good, especially amongst
pupils gaining levels 3 and 4.

Facility values

Omit (%) Facility

(a) 7 0.82

(b) 1 0.74

(c) 2 0.54

(d) 7 0.60

E10. Nearly all the pupils at Level 7 correctly gave the number of coils as the independent
variable in part (a)(i). Nearly 10% of pupils below Level 7 gave the incorrect answer the power of
the supply.

At all levels the most frequently given answer to part (a)(ii) was the current/voltage. The nail was
also a popular answer at all levels. About 5% of pupils gave the independent variable, the
number of coils.

Part (a)(iii) was answered well by most pupils at Level 5 and above.

Although well answered by pupils at Level 7, part (b) proved difficult for pupils at lower levels.

Pupils at all levels performed badly on part (c)(i). Only at Level 7 was the correct answer – the
first picture, of the smallest paper-clips – the most popular choice. Pupils at Levels 5 and 6 most
frequently chose the third and fourth pictures – both of intermediate sized paper-clips.
 Part (c)(i) proved the most difficult part of the question for pupils at all levels. Only 20% of Level
7 pupils able to explain why using the smallest paper clips would make the results more
accurate although 50% had chosen them correctly. At all levels a common explanation was they
are the right size.

E11. In part (a) most pupils predicted correctly that the magnet would be repelled if it was turned
round. Fewer than half the pupils had sufficient knowledge of moments to explain why the paper
clip was further from the pivot than the magnet in part (b)(i). In part (b)(ii) 62% of pupils stated
correctly that the magnet would be repelled or attracted but only a quarter of pupils stated that
the current in the coil produced a magnetic field. Over half the pupils omitted this part of the
explanation. Nearly half the pupils stated the effect of the iron core in part (b)(ii) , but fewer than
a third could explain this effect. Just over a fifth of the pupils who failed to gain a mark did so
because their answer lacked precision or clarity.

Facility values

Item Omit (%) Facility

(a) (i) 1 0.66

(b) (i) 3 0.43

(b) (ii) 1 56 0.20

(b) (ii) 2 13 0.62

(b) (iii) 1 21 0.47

(b) (iii) 2 20 0.28

Facility values by level

Tier 5-7

Item Level 5 Level 6 Level 7

(a) 0.49 0.66 0.78

(b) (i) 0.21 0.52 0.78

(b) (ii) 2 0.57 0.90 1.20

(b) (iii) 2 0.37 0.81 1.39